https://jkw.wskw.org/index.php/jkw/issue/feed Journal of Kinesiology & Wellness 2021-05-10T21:18:06+00:00 Jeff Bernard jbernard1@csustan.edu Open Journal Systems <p>The Journal of Kinesiology &amp; Wellness (JKW) is a peer-reviewed online journal that covers issues in physical activity, health, wellness, and sport. JKW is a publication of the <a href="http://www.wskw.org" target="_blank" rel="noopener">Western Society for Kinesiology and Wellness</a> (WSKW) and is published bi-annually.</p> https://jkw.wskw.org/index.php/jkw/article/view/83 Message from the Editor 2021-03-22T21:55:15+00:00 Jeffrey Berndt jbernard1@csustan.edu 2021-03-22T00:00:00+00:00 Copyright (c) https://jkw.wskw.org/index.php/jkw/article/view/82 Middle school students’ intrinsic motivation and expectancy value after participating in team sport units 2021-03-31T06:41:16+00:00 Minhyun Kim mxk056@shsu.edu José A. Santiago jas083@shsu.edu Hyeonho Yu hyeonhoyu@gmail.com Jun-Hyung Baek junbaek@ginue.ac.kr <p>Background/Purpose. K-12 students’ motivation levels have declined in physical education (PE) due to the lack of effective instructional practices, inappropriate class activities and gender inequities. Middle school students have shown low levels of motivation in physical education and lack of interest in its content. Therefore, the purpose of this study was to examine middle school students’ intrinsic motivation and expectancy value after participating in team sports units. Method. Participants consisted of 262 students (122 males; 140 females) from three middle schools located in the southwest region of the United States. After participating in team sport units during PE, the participants completed the expectancy-value questionnaire (Eccles &amp; Wigfield, 1995) and motivation inventory (McAuley, Duncan, &amp; Tammen, 1989). Analysis/Results. Data were analyzed by employing descriptive statistics, <em>t</em>-test, and analysis of variance. Results showed that 6th grade students perceived significantly higher expectancy-value and intrinsic value than 8th grade students in team sports. In addition, male students exhibited significantly higher expectancy-value and intrinsic value compare to female students. However, there was no statistically significant difference among ethnic groups. Conclusion.&nbsp; This study suggests that female students had lower levels of intrinsic motivation and expectancy value in team sports compared to male students. Furthermore, as students’ grade level increased from 6th to 8th grade, intrinsic motivation and expectancy value decreased.</p> 2021-03-18T00:00:00+00:00 Copyright (c) 2021 Western Society for Kinesiology and Wellness https://jkw.wskw.org/index.php/jkw/article/view/84 Dilemmas and problems of being a moral educator 2021-05-10T21:18:06+00:00 Aubrey Shaw aubreyshaw2@isu.edu Sharon Stoll sstoll@uidaho.edu <p>Kinesiology is the science of human movement. Within the United States, kinesiology encompasses different sub-disciplines of human movement, e.g., exercise physiology, biomechanics, sport psychology, and philosophy, as well as, the professions of teaching, leading, and training. This paper addresses one issue, the lack of moral education in the preparation of kinesiology pre-professionals. Moral education is imperative for kinesiology students to address issues of right and wrong as well as engage in higher order reasoning however, many problems exist in applying moral education to kinesiology. First, even though 37 states have some sort of requirement that moral education is a part of the general public education curriculum, apparently, no direct teaching of moral values exists in public elementary, middle, and high schools. Students arrive at the university with no background. Second, direct teaching of moral values is nonexistent because: teachers and college instructors are not content experts in moral education, consumer-based education drives and affects students’ value of education, and the fallacious argument that ethics should only be taught to the young. Third, moral pedagogy is seldom applied. All of which directly affects kinesiology students in making decisions of right and wrong in a service profession.&nbsp; Therefore, the purpose of this narrative philosophical paper is twofold: to discuss the problems and dilemmas incorporating moral education in kinesiology curriculum and discuss three specific solutions, the: a) creation of moral development courses, b) use of writing intensive courses, and c) development of courses in pedagogy. A narrative philosophical approach discusses theory and supports with real life examples.</p> 2021-05-10T00:00:00+00:00 Copyright (c) 2021 Western Society for Kinesiology and Wellness